The purpose of this study was to examine the professional lives of special education teachers in a public secondary special school in a bid to shed light on the characteristics of the culture of the teacher community.
The subjects in this study were five special education teachers who worked in a public special school located in Seoul. A qualitative case study was implemented by interviewing the information providers and making a participant observation of their classes to gather data, and additional documents were collected.
The findings of the study were as follows: As for the view of the information providers on the
teaching profession, they regarded it as a tough yet good occupation, and their view of students could be said as trying to understand what disabilities would be like to find it rewarding to teach students with special needs. Regarding their educational activities in public special school, they talked about their difficulties in teaching that resulted from maladjusted behaviors of students. In terms of guidance,they placed the most significance on safety and focused on the basic life of students. In relation to administrative job performance, they took care of their duties as part of their routine life. When the interpersonal relationships of the secondary public special school teachers were checked, there was nothing particular about their relationships with colleagues, and they collaborated with each other.
Their relationships with school administrators just remained official all the time, and there wasn't appropriate communication between them. As to relationships with parents, they admitted the necessity of their friendly relationships with parents but were actually reluctant to meet them.
Thus, this study attempted to have a good understanding of the culture of the teacher community in public special school, and several possible solutions were presented to problems with the public special school.